Ward End Primary School
phone: 0121 4645424
headteacher: Mrs Suzanne Rose
840 pupils capacity: 86% full
360 boys 50%
365 girls 50%
Last updated: July 30, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 411560, Northing: 288925
- GPS coordinates
- Latitude: 52.498, Longitude: -1.8311
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 22, 2012
- Region › Const. › Ward
- West Midlands › Birmingham, Hodge Hill › Hodge Hill
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Bethel Christian School B82QU
- 0.4 miles Washwood Heath Nursery School B82SY (170 pupils)
- 0.4 miles Sladefield Infant School B82TJ (360 pupils)
- 0.5 miles Thornton Primary School B82LQ (723 pupils)
- 0.5 miles Hodge Hill College B368HB (1158 pupils)
- 0.6 miles Hodge Hill Girls' School B368EY (748 pupils)
- 0.6 miles Braidwood School for the Deaf B368AF (64 pupils)
- 0.6 miles Ward End Community College B82LS (78 pupils)
- 0.7 miles Leigh Junior Infant and Nursery School B82YH
- 0.7 miles Washwood Heath Technology College B82AS
- 0.7 miles Hodge Hill Primary School B368LD (718 pupils)
- 0.7 miles Washwood Heath Academy B82AS (1363 pupils)
- 0.7 miles Leigh Primary School B82YH (544 pupils)
- 0.8 miles Bromford Infant School B368JH
- 0.8 miles Highfield Junior and Infant School B83QF (838 pupils)
- 0.8 miles Nansen Primary School B83HG
- 0.8 miles Bromford Junior School B368JH
- 0.8 miles Park View Business and Enterprise School B83HG
- 0.8 miles Park View School the Academy of Mathematics and Science B83HG (619 pupils)
- 0.8 miles Nansen Primary School - A Park View Academy B83HG (871 pupils)
- 0.9 miles Highfield Nursery School B83QU (105 pupils)
- 0.9 miles Tame Valley Community School B368QJ
- 0.9 miles Tame Valley Academy B368QJ (226 pupils)
- 1 mile Shaw Hill Primary School B83AN (472 pupils)
Ward End Primary School
Ingleton Road, Birmingham, B8 2RA
|Inspection dates||22–23 November 2012|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The progress that pupils make is amongst the |
Senior leaders provide a clear sense of
Pupils think for themselves and learn
Teaching assistants have been well trained.
Government funding has been used very well
very best in the country and they leave with
direction and have a positive impact on
improving teaching and achievement. In this,
they are ably supported by middle leaders
and governors. There is a strong culture of
continuous improvement in the school.
independently. They love learning and
participate exceptionally well in lessons.
They know just what to do in the classroom
and use their initiative to support all pupils’
to provide extra support for those pupils who
most need it.
There are warm relationships and strong
The best teachers share good practice through
Teachers ask questions that make pupils think,
Governors support the school strongly but also
Progress is not as fast in Years 3 and 4
Although attendance is improving, it is not high
mutual respect between staff and pupils.
Pupils feel safe in school and they are taught
how to stay safe.
team teaching that helps all teachers improve.
and pupils use their thinking to ask teachers
interesting and relevant questions. This helps
deepen their learning.
ask challenging questions and help the school
to think strategically.
because the marking for these pupils is not as
enough, especially for the youngest pupils.
|Inspection report:||Ward End Primary School, 22–23 November 2012||2 of 9|
Information about this inspection
- Inspectors observed 34 lessons, three of which were joint observations with senior staff. In
addition, inspectors made a number of short visits to classrooms.
- Meetings were held with staff, groups of pupils and the chair and vice chair of the governing
body. There were also informal discussions with parents in the playground before school.
- Inspectors listened to pupils read and scrutinised work in their books.
- They looked at the school development plan and school documentation about pupils’ progress,
procedures for safeguarding pupils and the monitoring of staff performance. They also looked at
the analysis of the use of funding received through the pupil premium.
- Inspectors took account of the 22 responses by parents to the online questionnaire (Parent
View) as well as the results of a recent survey of parents conducted by the school. They also
scrutinised 45 staff questionnaires.
|Mary Le Breuilly, Lead inspector||Additional inspector|
|David Driscoll||Additional inspector|
|Martin Budge||Additional inspector|
|Jeffrey Plumb||Additional inspector|
|Inspection report:||Ward End Primary School, 22–23 November 2012||3 of 9|
Information about this school
- The school is larger than the average primary school and has been expanded to take on two
extra classes each year so that there are currently four classes in each year of Reception and
Year 1, three classes in Year 2 and two classes in Years 3, 4, 5 and 6.
- Almost all the pupils come from a range of minority ethnic backgrounds, with the largest group
of pupils being from a Pakistani background. The proportion of pupils who are learning English
as an additional language is high.
- The proportion of pupils known to be eligible for the pupil premium is high. This is additional
Government funding provided to support pupils in local authority care, those from Forces
families, and those who are known to be eligible for free school meals.
- The proportion of pupils on school action is average and the proportion of pupils on school
action plus or with a statement of special educational needs is above average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Work with parents to improve the attendance and punctuality of children in Reception and
- Ensure that marking in Years 3 and 4 meets the high standards of the best marking in school
and helps children to understand what their next steps in learning should be.
|Inspection report:||Ward End Primary School, 22–23 November 2012||4 of 9|
|The achievement of pupils||is outstanding|
- Most children start school with skills that are well below those typical for their age. They make
excellent progress in Nursery and Reception because teachers and other adults help them to
improve their speaking and listening skills and because they provide activities that make learning
interesting and engaging. Letter sounds and counting skills are taught in ways that make the
children want to learn them. By the time they leave Reception, children’s skills are close to those
typical for their age.
- Pupils make outstanding progress overall, and particularly in Key Stage 2 where progress has
been in the top 1% of all schools nationally for the past two years. As a result, attainment is in
line with national averages at the end of Key Stage 1 and well above average at the end of Key
Stage 2. This exceptional progress is made because teachers make lessons interesting and help
pupils to build successfully on their experiences in previous years. Teachers and teaching
assistants provide different work for pupils in the class that is challenging enough to stretch
every pupil and to move them on in their learning. Pupils who are struggling are given highly
effective support to help them catch up.
- Disabled pupils and those who have special educational needs make very rapid progress. The
number of pupils on the special needs register drops at the end of Key Stage 1 because many
pupils have made so much progress that they no longer need extra support.
- Pupils develop a love of reading and, as a result of this and of the highly effective teaching that
they receive, standards in reading are well above the national average at the end of Key Stage
- Pupils who speak English as an additional language make very rapid progress and quickly
acquire the English they need for learning.
- The pupil premium allows pupils to be taught in smaller groups and this helps them to make
outstanding progress. These pupils make even better progress than their peers, narrowing the
gap in attainment that is seen nationally.
- Pupils in Years 3 and 4 make progress that is not quite as rapid as in other year groups, but
progress accelerates again in the last two years of Key Stage 2.
|The quality of teaching||is outstanding|
- The outstanding progress made by pupils in recent years supports the view that the quality of
teaching has been outstanding over time. Much of the teaching seen during the inspection was
outstanding, and this, along with the excellent work seen in books, confirmed that this high
quality of teaching is sustained.
- Teachers have high expectations of their pupils. They provide work that is challenging in relation
to pupils’ different abilities and encourage them in lessons and through marking. As a result,
pupils are stretched and rise to the challenges they are set.
- Lessons are lively and capture the interest of pupils. Teachers find different ways to engage
children. For example, in a Year 4 lesson, role play was used to explore characters’ feelings, and
this helped pupils to rehearse their ideas before writing them down.
|Inspection report:||Ward End Primary School, 22–23 November 2012||5 of 9|
- Teaching in the Early Years Foundation Stage is founded on purposeful and well-structured
practical activities, indoors and outside, that show an excellent understanding of how young
children learn. These activities engage the children well in developing key skills such as letter
formation and counting. Children respond with enthusiasm and they work happily with adults or
other children. A strong focus on speaking and listening supports the progress of all children,
including those for whom English is not a first language.
- Teachers provide many opportunities for pupils to practise basic literacy and numeracy skills
across different subjects. This has helped to raise standards in English and mathematics.
- Teachers provide extensive opportunities for pupils’ spiritual, moral, social and cultural
development. For example, in a recent Rainforest project, pupils visited the Birmingham
Botanical Gardens to see the rainforest plants for themselves, and they were able to reflect on
the way the rainforests have an impact in Britain and the exploitation of the forest.
- In Years 3 and 4, where progress is good rather than outstanding, teachers’ marking does not
always help pupils to understand exactly what they have to do to improve, and does not follow
through consistently where pupils have not understood a concept.
|The behaviour and safety of pupils||are outstanding|
- Teachers have high expectations for the behaviour of pupils. Pupils respond accordingly. They
are calm, polite and helpful in class and around school.
- Pupils’ attitudes to learning are first class. They have an eagerness to learn and ask questions
that are probing.
- Pupils are extremely proud of their school, of their own achievements and of the achievements
of their peers. They are quick to describe the successes of other pupils. They take pride in their
work and are keen to do their best.
- Pupils feel safe in school. They are confident that bullying of any kind is almost unheard of and
that rare, minor instances are dealt with swiftly and effectively so that all feel safe and secure in
- Pupils understand how to keep safe in school and beyond. They appreciate, for example, the
need for caution and safety when using the internet.
- Attendance has been low for several years, though it is improving at faster than the national rate
and attendance in the current school year is average. Much of the poor attendance can be
attributed to pupils in Reception and Year 1 where parents do not always see with the
importance of regular attendance at school. Pupils’ attendance improves as they move up the
school as a result of the efforts the school makes to discourage avoidable absence. Too many
children are also late to school, and this is again highest in Reception and Year 1.
|The leadership and management||are outstanding|
- This is a school with a culture of continuous improvement and with no place for complacency.
The headteacher has high expectations of herself and of the staff. School leaders know the
strengths and weaknesses of the school and plan well to build on the former and eliminate the
|Inspection report:||Ward End Primary School, 22–23 November 2012||6 of 9|
- The main focus for development has consistently been on improving the quality of teaching.
There is a well-established culture of learning from each other through team teaching and
sharing classroom practice. This has paid dividends in helping teachers and teaching assistants
to continuously improve their effectiveness in the classroom.
- The quality of teaching is monitored carefully by senior leaders and is used, along with the
outcomes of performance management, to tailor support to individuals. All staff at school are
very positive about the high quality of the professional development that they receive.
- The school’s systems for checking pupils’ progress are very thorough and are used to identify
and provide additional help for any pupil who is not making enough progress.
- The range of subjects and activities taught is rich and exciting and makes pupils keen to learn.
Pupils are provided with very good opportunities to develop their literacy, numeracy and
communication skills across all subjects.
- The school places great emphasis on equality of opportunity and ensures that every child,
regardless of ability or background, is given the best education possible. Pupils are very well
prepared to live in a diverse society.
- The local authority regards this as a successful school and, consequently, offers very light touch
- The school fully meets all safeguarding requirements.
- The governance of the school is outstanding:
Governors know the school well and, like the staff and pupils, they are extremely proud of it.
They provide a high level of challenge and are actively involved in school planning. They
understand their role as ‘critical friend’ is an important part of helping the school to continue
to improve and they carry this role out very well. They know the strengths and weaknesses of
the school, they understand performance data and they have a clear view of the quality of
teaching and provision. They act to ensure that good teaching is appropriately rewarded and
hold the headteacher to account for tackling any underperformance. The governing body has
used the pupil premium highly effectively to provide additional staffing to ensure that eligible
pupils receive enhanced support and attention. The outstanding progress made by these
pupils shows that this approach has had a high impact. Governors play a role in strategic
decisions, for example they have been involved in planning the leadership structure and in
ensuring that senior and middle leaders are prepared for the next stage of their careers.
Governors take part in relevant training and this has helped them to carry out their role more
|Inspection report:||Ward End Primary School, 22–23 November 2012||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Ward End Primary School, 22–23 November 2012||8 of 9|
|Unique reference number||103217|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||624|
|Appropriate authority||The governing body|
|Date of previous school inspection||29 April 2008|
|Telephone number||0121 4645424|
|Fax number||0121 4648988|